Departments

In 6^th grade English Language Arts, students will be exposed to a variety of literary genres, such as historical fiction, realistic fiction, mythology/fantasy and nonfiction, among others. Students will respond to literature using the workshop model, which focuses on comprehension skills and literary analysis. Students will also be introduced to many genres of writing such as argument, narratives, research, quick writes, summaries, expository, informative, and explanatory writing. During the writing workshop students will learn about the writing process, citing evidence and justifying how the evidence supports their ideas and opinions. In addition to the above, students will learn about levels of questioning using Blooms Taxonomy and Webb’s DOK (Depth of Knowledge). Students will work in groups using accountable talk to articulate their understanding, points of view and to widen their knowledge on the topic at hand.

Students will be immersed in various genres of texts throughout the year. Each unit will include an anchor text that students will read at home, along with reading other novels, poems and articles in class. Each unit will culminate in the students creating a particular piece of writing.

The first unit will focus on the novel A long Walk to Water by Linda Sue Park where students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. The unit culminates with a literary analysis essay about the theme of survival.

The second unit will focus on Lyddie by Katherine Paterson where students will explore the issue of working conditions, both historical and modern day. The unit culminates through an investigation of working conditions in the modern day garment industry, where students explore how businesses can affect working conditions, both positively and negatively.

The third unit will focus on the life of Frederick Douglass, the escaped slave and noted abolitionist who wrote Narrative of the Life of Frederick Douglass. The unit will culminate with students creating a Children’s Book based on an event in Douglass’ life

The fourth unit will focus on a “Science and society” topic, engaging students in reading compelling informational text about adolescent brain development and the effects of entertainment screen time on the brain. At the end of the unit, students will write a position paper, addressing the question: “After examining both the potential benefits and risks of entertainment screen time, particularly to adolescent development, make a recommendation. Should the AAP raise the recommended daily entertainment screen time from two hours to four hours?

8th Grade

Language Arts The eighth grade Language Arts program provides students with opportunities and resources to develop the skills of listening, speaking, reading and writing to enable students to participate as informed, literate members of society. Instruction provides the students with the necessary skills to write various types of genres and develop an appreciation for the writer’s techniques applied within sound pieces of literature. Strategies involve patterns and procedures for students to meet success utilizing the writing process to produce varied types of writing. Instruction advocates techniques for analyzing literature, and multiple opportunities for practice are encouraged.

All students at Russell Sage Junior High School will be taking the Algebra I Regents at the end of 8th grade. To Prepare for this our talented staff is working on developing and exciting curriculum that challenges students as they become ready to

take this exam in each June. Students will receive 8th periods of instruction during the week as they are taught an accelerated curriculum designed bu our staff. http://www.nysedregents.org/algebraone/

The New York City Department of Education is dedicated to making all students graduate from high school prepared for college, a career, and a future as a productive, critically thinking adult.

In Mathematics students are taught to have solid conceptual understanding, a high degree of procedural skill and fluency. Students are encouraged to apply the math they know to solve problems inside and outside the math classroom.

Read the Achieve NYC guide for more information.

Explore activities and resources that make it fun to learn together when your children are out of the classroom.

Learn about the New York State high school graduation requirements.

The Russell Sage P.E. department aims to create physically literate individuals that demonstrate knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. This years curriculum will include written work and skill testing to push students to do their best and will reach across all subject areas. This years units will include Flag football, Fitnessgram, Volleyball, Basketball, Soccer, and Badminton. As well as fitness activities that will include yoga, martial arts, and stationary bikes. Many of these activities will take place in our gymnasium with our brand new floor featuring our school mascot, the Owl! Teams that will be back in action for the 2017-2018 season are Girls Volleyball, Boys Basketball, and Boy's baseball. Our goal is to improve fitness levels across the school community, and to foster healthy relationships and attitudes during team play, both in class and during after school activity.  

All 8th Grade students will take the Living Environment Regents in June. The Living Environment Core Curriculum is based on Standard 4 of the Commencement level New York State Learning Standards for Mathematics, Science, and Technology; building on the concepts covered in the elementary and intermediate levels. It incorporates scientific inquiry from Standard 1, the use of information systems in Standard 2, the interconnectedness of content and skills and the problem-solving approaches in Standards 6 and 7.

1) Students will be able to write scientific explanations using evidence and scientific reasoning to support their claims.

2) Students will be able connect scientific concepts to real-life applications.

3) Students will engage in a variety of small group and whole class discussions, over which they will take ownership.

4) Students will engage in lab and inquiry based activities that activities that are both cognitively challenging and accessible for all students.

All 8th Grade students will take the Living Environment Regents in June. The Living Environment Core Curriculum is based on Standard 4 of the Commencement level New York State Learning Standards for Mathematics, Science, and Technology; building on the concepts covered in the elementary and intermediate levels. It incorporates scientific inquiry from Standard 1, the use of information systems in Standard 2, the interconnectedness of content and skills and the problem-solving approaches in Standards 6 and 7.

1) Students will be able to write scientific explanations using evidence and scientific reasoning to support their claims.

2) Students will be able connect scientific concepts to real-life applications.

3) Students will engage in a variety of small group and whole class discussions, over which they will take ownership.

4) Students will engage in lab and inquiry based activities that activities that are both cognitively challenging and accessible for all students.

Special education teachers work with students who have a variety of disabilities. A small number of special education teachers work with students with severe cognitive, emotional, or physical disabilities, primarily teaching them life skills and basic literacy.

The majority of special education teachers work with students with mild to moderate disabilities, using or modifying the general education curriculum to meet the student's individual needs and providing required remedial instruction.

Talent classes provide students with the opportunity to receive a holistic education that will develop into a life-long appreciation of the Arts. This in turn will prepare students in becoming life-long learners as they become active and responsible members of their communities.

The emphasis in Chorus is to help students become successful singers while keeping their voices healthy. Students develop vocal techniques that will advance from grade to grade while learning how to read music so that they can become independent singers. Students will have the opportunity to perform in school-wide performances while members of the Select Chorus (students from grades 7 and 8) will perform in various locations within the community.

In Dance, students immerse themselves in the artistic process of creating, performing, and responding to dance. They learn the methods of collaboration through dance making, building expressive skills, developing artistry and experiencing the power of dance to communicate. Students also have the opportunity to perform, refine dance skills, and develop a unique personal voice in dance movement.